初中生提问行为的发展及其与个人认识论的关系  

Middle School Students’ Problem Posing:Development and the Relationship with Personal Epistemology

作　　者：杨小洋[1] 周晖[1] 

机构地区：[1]中山大学教育学院心理学系,广州510275

出　　处：《心理研究》2010年第6期67-74,共8页Psychological Research

基　　金：中山大学人文社会科学青年研究基金项目;批准号:16000-3171917

摘　　要：本研究采用问卷法调查了617名初中生的提问行为发展特点及与其个人认识论的关系,结果发现:(1)总体上,初中生提问能力普遍较低,除水平一的提问人数随提问频次的上升而有所增加外,其余三个水平上均呈现出提问频次越高,提问人数越少的下降趋势;(2)初中生提问的年级差异显著,其中初二年级提问能力最低;初中生提问的性别差异不显著,年级与性别不存在显著的交互作用;(3)初中生个人认识论水平与其提问能力之间不存在显著的直接相关关系,只在提问的水平一和三上,随着初中生个人认识论水平的上升,其提问数量会显著增加。To investigate the development of middle school students＇ problem posing and it＇s relationship with personal epistemology, 617 middle school students completed two questionnaires. Results showed： （1） In sum, the ability of middle school students＇ problem posing is not high. Only at level 1, with the num- ber of problem increased, the number of student is more. At the other three levels, with the number of problem increased, the number of student is less. （2） Significant differences were only found among dif- ferent grade but not found between genders. Neither the interaction between grade and gender was found. Students at grade 8 posed fewest problems. （3） Significant relationships were not found between middle school students＇ problem posing and their personal epistemology. Only at level 1 and 3, with the level of personal epistemology increased, the number of problem posed is more.

关 键 词：提问行为 发展特点 个人认识论 初中生 

分 类 号：B844.2[哲学宗教—发展与教育心理学]